Shifting Tradition: Writing Research in Canada

Clary-Lemon, Jennifer

doi:10.1080/02722010902848128

Cited by 6 publications

(5 citation statements)

References 34 publications

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“…As a result, writing instruction in English departments is often seen as a means to better understand and appreciate literary works, especially British literature (Kearns & Turner, 2008, pp. 3-4 Clary-Lemon, 2009;Graves, 1994). Canadian opposition to the U.S. model of writing and rhetoric instruction is particularly striking as the United States currently possesses the world's "most powerful academic system .…”

Section: Resultsmentioning

confidence: 99%

“…Importantly, the Canadian tradition of writing instruction "offers administrative structures, program design, and pedagogical features that constitute interesting alternative approaches to the traditional first-year writing programs established at most American universities" (Graves & Graves, 2006, p. 2). For example, U.S. writing scholars could learn a great deal from the important work being done by their Canadian colleagues in technical and professional communication and other disciplines across the university (Clary-Lemon, 2009;Graves & Graves, 2006), as well as the benefits and challenges of operating without a departmental home (Hunt, 2006;Procter, 2011).…”

Section: Resultsmentioning

confidence: 99%

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Locating Canadian Writing Centres: An Empirical Investigation

Bromley

2017

DW/R

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As writing centres in Canada face challenges to their existence, funding, and stature, it may be helpful to situate the Canadian experience empirically. This project investigates the number of, geographical, institutional, and physical locations of, and longevity of Canadian writing centres using information from an original database and survey examining writing centres located outside the United States. In the study, findings from Canada are compared to those from the United States, where the only other comprehensive investigations of writing centres have taken place. Results demonstrate that 123 writing centres in Canada are located in all 10 Canadian provinces as well as the Yukon territory, almost half of centres operate under the academic affairs umbrella of their university and are physically located in the library, and that while writing centres in Canada are newer, on average, than their U.S. peers, they may be located in proportionally more universities. Unfortunately, the changes Canadian writing centres are experiencing are not new, as writing centres have previously faced challenges to their existence and place in the university. However, information about the number, institutional and physical location, and longevity of Canadian writing centres may be useful to administrators as they advocate for and further develop their writing centres.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Locating Canadian Writing Centres: An Empirical Investigation

Bromley

2017

DW/R

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“…■ THEORETICAL AND PRACTICAL CONSIDERATIONS The lab report itself is generally considered one genre whose aim is demonstrative, a kind of "pseudoacademic" genre; 5 however, this is the main genre into which students come into contact throughout their university careers, particularly at Canadian institutions that do not historically have resources or scholarly expertise for writing in the disciplines (WID) or writing across the curriculum (WAC) approaches. 15 Rather than adhere strictly to the idea that section headings are merely formatting rules, instead the activity was based on the genre knowledge and function of each section of traditional scientific reports. We examined the purpose of each section, its use for a particular audience, and the skill sets required of the writer to inform our decisions about lower-or higher-level complexity of task, which allowed us to group the writing of some sections together while allowing for further periods of reflection for others that required a higher level of cognitive ability (see Table 1).…”

Section: ■ Activity Designmentioning

confidence: 99%

“…The lab report itself is generally considered one genre whose aim is demonstrative, a kind of “pseudoacademic” genre; however, this is the main genre into which students come into contact throughout their university careers, particularly at Canadian institutions that do not historically have resources or scholarly expertise for writing in the disciplines (WID) or writing across the curriculum (WAC) approaches . Rather than adhere strictly to the idea that section headings are merely formatting rules, instead the activity was based on the genre knowledge and function of each section of traditional scientific reports.…”

Section: Theoretical and Practical Considerationsmentioning

confidence: 99%

Writing as a Mode of Learning: Staged Approaches to Chromatography and Writing in the Undergraduate Organic Lab

2019

Self Cite

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In an effort to provide our second-year organic chemistry students with experience in a scientific investigation, a staged writing approach to a chromatographic experiment was designed. Using best practices from writing in the disciplines approaches to learning, short lab exercises followed by writing assignments with periods of reflection and marker/tutor/instructor feedback were implemented. When combined with a guided peer review process by peer tutors, graded student performance in all sections of a lab report were improved. Four years of development and study found that students increase their written performance involving both the theory and principles of chromatography as well as the craft of writing when guided by a chemistry professional as well as a writing professional.

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“…The burden for junior faculty working in a small Canadian university like ours proved especially demanding (Kearns & Turner, 1997). We were climbing mountains without much assistance or adequate equipment -struggling simultaneously to effect institutional change and to begin professional lives that might include research, even as we worked in a discipline for which we were not trained and in a country that lacked WAC models, strong national venues for rhet/comp scholarship, and "a concrete center for scholars to meet and exchange ideas" (Clary-Lemon, 2009). Tenure was waiting at the peak.…”

Section: Writing Instruction: From a Department Or Across The Curriculummentioning

confidence: 99%

Chapter 3. Writing to Learn Biology in the Framework of a Didactic-Curricular Change in the First Year Program at an Argentine University

Micheli

Iglesia

2012

Writing Programs Worldwide: Profiles of Academic Writing in Many Places

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To introduce Writing Programs Worldwide, this essay describes and analyzes major reasons for this project to be undertaken and its primary goals. It also presents findings and analysis of the ongoing (since 2006) International WAC/WID Mapping Project, specifically of its "international survey" of writing programs and initiatives, which has received responses from more than 330 institutions on six continents. The essay describes how the survey results led to the choice of the universities invited to contribute profile chapters to this collection, as well as to the topics and emphases in the profiles themselves. The essay suggests reasons why teachers, program developers, administrators, and scholars might benefit from exploring the "many places" described and reflected on in the array of contributions to this ongoing project.We intend this book, in its print and online versions, to inform decisionmaking by teachers, program managers, and college/university administrators in regard to how writing is conceived of, managed, funded, and taught in higher education. We intend it, also, to contribute to the growing research literature in the shaping of writing programs.In our title, "Writing Programs Worldwide," and in our subtitle, "Profiles of Academic Writing in Many Places," we have tried to join three aims of scholarship. The first of these, embodied in the term "worldwide," is to further the effort to build a transnational community of writing scholars, teachers, and program administrators who can share for their mutual benefit the discoveries of individuals and small teams. This aim has been exemplified by the growth Carlino, P. (2005). Escribir, leer y aprender en la universidad. Una introducción a la afabetización académica. Buenos Aires: FCE. Carlino, P. (Ed.). ( 2006). Procesos y prácticas de escritura en la educación superior.

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Shifting Tradition: Writing Research in Canada

Cited by 6 publications

References 34 publications

Locating Canadian Writing Centres: An Empirical Investigation

Locating Canadian Writing Centres: An Empirical Investigation

Writing as a Mode of Learning: Staged Approaches to Chromatography and Writing in the Undergraduate Organic Lab

Chapter 3. Writing to Learn Biology in the Framework of a Didactic-Curricular Change in the First Year Program at an Argentine University

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